Carole Graham

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The childminder and her assistants build lovely relationships with children. For example, they sit with them at their level and engage in their play. When children make a game out of knocking over the assistants' three-dimensional structure, they patiently rebuild it while laughing and joking with the children. This positively contributes towards children's happiness and sense of security. Children demonstrate good listening skills and follow simple instructions. For example, they willingly tidy up the playroom when asked and fetch their own water bottles when coming in from outdoors. This demonstrates their good behaviour when carrying out tasks independently.

p.2

The provision is good

Children enjoy being outdoors. For example, they practise their mark-making skills on the outdoor blackboard, and they exercise their gross motor skills as they repeatedly climb up the steps of the slide and slide down with ease. During play, children are supported to recreate experiences that they see in everyday life. For example, they engage in role play with the assistants, who encourages them to make specific foods on the pretend barbecue, cook a fake cake in the microwave, and put a pretend load of washing in the washing machine. This helps children to make sense of the world around them.

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need to do better?

n The childminder has a clear intent for what she wants children to learn, which she shares with her assistants to promote consistency in their teaching. This means that children have frequent opportunities to revisit prior learning and practise the intended skills, such as remembering and naming simple colours and numbers. n The childminder ensures that children's learning is securely embedded before introducing them to larger numbers and new colours. This helps to strengthen children's cognitive development. n Children benefit from age-appropriate resources to strengthen their problem- solving skills, such as inset jigsaws and opportunities to build with blocks. The childminder encourages children to find and match specific jigsaw pieces to the pictures seen in front of them, and she uses size language to guide their learning. For instance, she asks children to find a block that is 'bigger' than the

p.2

need to do better?

assistants'. This helps children to develop their comparative thinking skills. n The childminder and her assistants attend mandatory training, such as paediatric first aid and safeguarding. However, the childminder is yet to consider additional professional development opportunities to broaden their knowledge and understanding of other aspects of child development. This is because she does not reflect on practice precisely enough to identify what she needs to improve to raise the quality of teaching.

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need to do better?

10 October 2024 n Parents and carers appreciate the daily communication that they receive about their children's learning. They give examples of how the childminder and her assistants support children to make progress. Parents know the developmental milestones that their children are working towards. Therefore, they know what they need to focus on at home to help them to reach their goals. n The childminder and her assistants regularly use key words that they want children to learn and use. They speak clearly to children, finding out what they understand and repeating what they say back to them. For instance, when children say 'butter,' the childminder replies 'butterfly'. However, the childminder is yet to support parents to understand the importance and benefit of incorporating children's home languages and backgrounds into the setting, so that children make better progress in their communication and language skills.

p.2

need to do better?

n The childminder values parents' views and works with other professionals effectively when needed. For example, she encourages parents to contact their child's health visitor to ensure that children receive specialised support in their speech and language. On arrival, parents complete an 'All About Me' form, which tells the childminder what children like to do at home and their abilities. She finds out about children's dietary requirements and allergies to ensure she can meet their needs while in her care.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n place a greater emphasis on self-evaluation to identify areas of improvement, ensuring that the setting continues to build on children's outcomes n consider further ways of working with parents to enhance opportunities for children to explore their home languages and family backgrounds so that children make better progress in their language skills.

p.3

Setting details

Unique reference number 224481 Local authority Stoke-on-Trent Inspection number 10358030 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 10 Date of previous inspection 7 December 2018

p.4

Information about this early years setting

The childminder registered in 1993 and lives in Stoke-on-Trent, Staffordshire. She works with her husband, who is her assistant. She operates all year round from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder receives funding for two-, three- and four-year-old children.

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Inspection activities

n The childminder spoke to the inspector about their intentions for children's learning. n The inspector carried out a joint observation with the childminder on the assistant's practice. n The inspector held discussions with the childminder and assistant about safeguarding. n The inspector observed the interactions between the childminder, assistant and children throughout the inspection and evaluated the impact on children's learning. n The views of parents were considered by the inspector through phone calls and emails. n The inspector held discussions with the childminder, assistant and children at appropriate times during the inspection. n The inspector reviewed relevant documentation, including evidence of the suitability of those living and working in the household.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

10 October 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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